Performance-Based Pay: Perceptions of Elementary Teachers of the Pandora School District
Abstract
In the last decade, there has been a resurgence in the support of using teacher pay
to influence the outcome of student achievement on state tests. Current research about the
effectiveness of these performance-based pay plans is varied and little research exists that
qualitatively describes the experience that teachers have when engaging in these type of
programs.
Performance-based pay systems are a form of compensation reform, and like any
other institutional reform initiative, can succeed or fail for many reasons. Understanding
these reasons is key to understanding the perceptions of teachers regarding change, and
planning for effective change when it occurs. The purpose of this heuristic case study was
to understand the perceptions teachers have about performance-based pay in its natural
setting. The research questions were as follows: What are the perceptions that teachers
have about performance-based pay systems? How do teachers perceive accountability in
reference to performance-based pay systems? How do teachers perceive equity in
reference to performance-based pay systems?
This single instrumental case study used phenomenology and heuristics as a lens
to investigate the perceptions of 54 teachers in regards to performance-based pay systems
and illuminate common threads of understanding such that these understandings will
better facilitate the transition between compensation systems should the need arise.
Results of this study indicated that although teachers believe that student
achievement results play a part in determining teacher effectiveness, teachers also have a
great mistrust of performance based pay systems. Teachers perceptions included a belief
that these pay systems based on standardized test data are inherently flawed due to their
inability to account for all student variables, and that these systems will create an
environment where competition will result in increased teacher isolation and gameplaying
or cheating on standardized tests.
The examination of the data uncovered a cycle of reaction based upon the themes
of understanding developed across sources. This cycle illustrates the phenomenon of
progressing through a process of knowing, experiencing, and protecting oneself from a
failing performance-based pay or merit program. This cycle incorporates issues unique to
teachers and other public servants and is defined using Public Service Motivation Theory.
Table of Contents
Introduction -- Review of literature -- Methodology -- Teachers voices -- Conclusion --Appendix A. Large scale survey -- Appendix B. In-depth interview
Degree
Ed.D.